The education program at Head Start
is designed to meet each child’s individual needs regardless of their
developmental skill level. Every child receives a variety of learning
experiences to foster intellectual, social, emotional and physical
growth. Within the first 45 days of school, your child will
receive a developmental screening called Brigance and a
social/emotional screening. These screenings
help teachers and parents determine the child’s strengths as well as
identify goals for growth.
The Early Childhood Curriculum is
used as a guideline when planning an appropriate environment complete
with a variety of learning opportunities for your children.
Butte Head Start uses the Creative
Curriculum as a guide to help plan for our children.
When you visit your child’s
classroom, you will see a room full of children playing. Children at
this age learn through play. The activities we plan for children help
them explore the world around them by using all of their senses.
We plan the classroom and outdoor
areas very carefully. We create distinct interest areas such as:
writing, blocks, dramatic play, table toys, art, water play, cooking,
music and movement, books and outdoor time. We use child size
equipment, and put items at the children’s level. The daily schedule
supports our goals for the children. All of the learning is done in
fun, exciting and creative ways to encourage your children to learn
Play is a powerful natural
behavior. Play is child's work, Through play a child learns to:
Figure out how thing work and solve
Talk and share ideas
Build strength and control of their
Develop and express imagination and
Learn about themselves, others and
Express feelings and energy in
Increase ability to concentrate
THE GOAL OF OUR CURRICULUM
The most important goal of our
Early Childhood Curriculum is to help children become enthusiastic
learners. This means encouraging children to be active and creative
explorers who are not afraid to try out their ideas and to think their
own thoughts. Our goal is to help children become independent,
self-confident, inquisitive learners. We’re teaching them how to
learn, not just in preschool, but also all through their lives. We’re
allowing them to learn at their own pace and in the ways that are best
for them. We’re giving them good habits and attitudes, particularly,
a positive sense of themselves, which will make a difference
throughout their lives.
Our curriculum identifies goals in
all areas of development.
SOCIAL: to help children feel comfortable in school,
trust their new environment, make friends, and feel they are a
part of the group.
EMOTIONAL: to help children experience pride and
self-confidence, develop independence and self-control, and have
a positive attitude toward life.
COGNITIVE: to help children become confident learners by
letting them try out their own ideas and experience success, and
by helping them acquire learning skills such as the ability to
solve problems, ask questions, and use words to describe their
ideas, observations, and feelings.
PHYSICAL: to help children increase their large and
small muscle skills and feel confident about what their bodies
The activities we plan for
children, the way we organize the environment, select toys and
materials, plan the daily schedule, and talk with children, are all
designed to accomplish the goals of our curriculum and give your child
a successful start in school.
Ongoing Child Developmental
Teachers complete the Creative
Curriculum Child Developmental Assessment for each child three times a
year. The results of this developmental assessment are discussed with
parents and child goals are determined. Parents are requested to work
with their child at home, with our "At Home Activities" to build on what the teachers do in the
Devereaux Early Childhood Assessment
What Is the Devereux Early Childhood
The DECA is a tool used to focus on
three protective factors—attachment, self-control, and
initiative—which are closely related to social and emotional
development. The DECA also looks at the child's use of specific
challenging behaviors. The teacher and a family member complete a DECA
Record Form to review the child's use of skills and behaviors related
to resilience. DECA results are summarized in individual and classroom
profiles that are used to plan strategies to encourage children's
social and emotional strengths.
What is Social Development?
Social development involves learning
how to have positive relationships with other people. Preschool
children learn to share, cooperate, take turns, compromise, and
negotiate so they play and get along with each other. Social skills
that are developed in early childhood will support children in their
school, work, family, and community lives.
Learning to form and value
friendships is a key part of social development.
What is Emotional Development?
Emotional development is closely
related to social development. It refers to children's feelings about
themselves, the people in their lives, and the environment in which
they live. Children with a strong sense of self and high self-esteem
are likely to value relationships with others.
What are Resilience and Protective
They have resilience, "the ability to recover from or adjust easily to
misfortune or change."' Something within these people lets them
"bounce back" when faced with problems that others could not overcome.
They know how to
address problems, recover quickly, and move on. Researchers who study
resilience call these inner strengths protective factors. Protective
factors can help children cope with stress and have successful lives.
TALKING ABOUT TOUCHING
A Person Safety Curriculum
The Talking About Touching Personal
Safety Curriculum helps children develop skills that will help keep
them safe from dangerous abusive situations. Children also learn to
ask for help when they need it.
The lessons are presented in the
children’s classroom. The lessons included: Learning Car Safety,
Learning Traffic Safety, Learning Fire Safety, Gun Safety, Getting
Found, Saying No and Telling, Asking First – Going with Someone,
Asking First – Accepting Gifts, Getting and Giving Safe Touches,
Dealing with Unsafe Touches, Saying No to Unwanted Touches, Learning
the Touching Rule, and Using the Touching Rule.
Parents receive information about
how they can help their child learn and practice safety rules.
Parents are encouraged to call the Head Start Family Service Advocates
if they have questions or concerns regarding this program. Children
enrolled in the Full Day/Full Year Program, as well as the Head Start
Center classrooms receive the Talking About Touching Personal Safety
We are now using Conscious Discipline as a supplement to our Creative
Curriculum program as a classroom social development program that is
based on brain research, child development and effective educational
practices. It creates positive environments and through everyday
events it teaches children self-control, conflict resolution,
character development, and positive social skills. This is a
comprehensive emotional intelligence curriculum by Dr. Becky Bailey.
At various times of the year we offer staff training opportunities and
parenting sessions to extend this program to all aspects of our Head
Start Program. Feel free to call 723-4078 for further information.
These trainings focus on building the 7 Basic Skills of Conscious
Discipline: *Composure, *Encouragement, *Assertiveness, *Choices,
*Positive Intent, *Empathy, and *Consequences.
I Am Moving, I Am Learning
The IMIL (I am Moving, I am Learning)
program is a research based approach to addressing childhood obesity
in Head Start children. The pilot program began in 2005 by the Region
III Office of the Administration for children and Families. The goals
for the IMIL program are to: (1) increase the amount of time spent in
moderate to vigorous physical activities (MVPA) during the daily
routine to meet national guidelines for physical activity; (2) improve
the quality of structured movement activities taught by teachers and
adults; and (3) improve healthy food choices for children and their
families every day.
Here at your Head Start, we are proud
to announce that we have been taking the proactive approach to this
issue for years. Our teaching staff implements “movement” in their
classrooms as part of the daily routine. In addition, other staff
members participate in these activities by teaching and encouraging
the students to be active and using large motor skills whenever
choices are also a high priority within the program. To encourage
families to eat better, we work hard to become good role models in the
choices we make when serving snacks or meals during parent and family
Kelly Bear Preschool Drug
Geared toward the four and five
year old classrooms.
Will help children identify their
feelings and behaviors.
To identify what is good for our
To learn about Good Deeds.
Help children make positive
National head start s.t.e.p. - Language and literacy
A major focus has
been placed on child centered activities to encourage language and
literacy growth. Areas of study include; hearing and recognizing
sounds; alphabet recognition; drawing and writing; story telling and
re-telling, to name a few. Children will be exposed to a variety of
language and literacy experiences throughout the year.